Abstract: This research aimed to develop and study the implementation of the Blended learning model for learning an information technology for life course of undergraduate students at Rajabhat University. The research was divided into three phases: phases 1, a synthesis of the blended learning system models; phases 2, a development of the Blended learning model and phases 3, an evaluation of a implementation of the developed Blended learning model. The sample of 281 of undergraduate students at Surindra Rajabhat University participated in the study and they were randomly assigned to an experimental group with 151 students learned using the developed model and a control group with 130 students learned using the conventional learning approach. These students were selected using a cluster random sampling technique. The research instruments included 11 plans of learning teaching organization, an learning achievement test with 60 items, a scale on self directed learning behaviors with 29 items and a critical thinking test with 40 items. The collected data were analyzed using a percentage, a mean, a standard deviation and for testing hypotheses the paired t-test and the F-test (two-way MANCOVA and two-way ANCOVA) were employed. The study results are as following: the developed Blended learning model consisted of four components: principle of blended learning, model objectives, organization of learning activities and measurement and evaluation. The component of an organization of blended learning activities had three activities: self learning program, class learning using interactive lectures and self-learning with on-line lessons. The developed Blended learning model showed an efficiency of 82.07/80.39 and effectiveness index of 0.6527. The students indicated gains in learning achievement, critical thinking as a whole and in each of five subscales and self-directed learning behaviors as a whole and in each of five subscales from before learning via the developed model (p<0.0001). The experimental group students showed more learning achievement, critical thinking in general and in three subscales: inference, recognition of assumptions and evaluation of arguments and self-directed learning behaviors in general and in five subscales than did the control group students (p<0.05). The students from different faculties did not differently indicate learning achievement, critical thinking in general and in two subscales: inference and recognition of assumptions. Otherwise, the students from science and technology faculty showed more critical thinking in three subscales: deduction, interpretation and evaluation of arguments than did the students from education faculty and humanities and social sciences Faculty and evidenced more self-directed learning behaviors in general and in four subscales, except for the learning evaluation subscale than did those students from other faculties (p<0.05). The statistical interactions of learning model and faculties on learning achievement, critical thinking in general and three subscales: deduction, interpretation and evaluation of arguments and self-directed learning behaviors in general and three subscales formulating learning objectives, planning study and evaluating learning outcomes (p<0.05).